The Influence of E-Learning Use on English Learning Achievement o

University Students in Indonesia

Ika Kartika

, Raihan Rasyidi

, Marhamah

and Popy Fuadah

Islamic University of Jakarta, Jakarta, Indonesia

Keywords: E-learning, technology, motivation, English learning, students, achievement, Indonesia.

Abstract: This study aims to examine and determine the effect of e-learning motivation on English learning achievement

of university students in Jakarta. The problem in this research is how e-learning motivation influence the

English learning achievement of student in Jakarta. The research hypothesis is that there was a direct positive

effect of e-learning motivation on English achievement of students. The method used in this research was

survey method. Research respondents amounted to 70 people, the sampling technique used cluster random

sampling technique. Data were analyzed using correlation and regression technique. From the results of the

study it was found there is effect of e-learning motivation on student English achievement. Implications of

research efforts to improve achievement of university students on English learning in Jakarta can be done

through improving student e-learning motivation.

1 INTRODUCTION

The development of information technology and

computerization is very rapid, allowing the public to

be able to access various information as learning

materials, so that learning can be done by learners

anywhere and anytime, without knowing the space

and time. One of the benefits of these advancements

is e-learning.

E-learning is the use of Internet technology to

improve knowledge. The e-learning technology

offers control over content, learning sequences,

learning speed, time, and media enabling them to

tailor their experiences to meet their learning

objectives (Jethro, 2012). E-leaning is a form of

learning supported by electronic procedural, aiming

to influence the construction of knowledge by

referring to the individual experience, practice and

knowledge of learners. E-learning activities are a

form of web-based learning, communication through

computer media, telematics environment, virtual

classroom, electronic communication, cyber learning

environment, distribution learning poured through

internet technology.

Learning forms a process to change the

behavior of learning subject. Learning achievement

will be successful if there is a desire for yourself

flearn. The desire for learning is called motivation..

Motivated students also make reactions towards

reaching the goal.

Higher education as one of the educational

institutions is responsible for organize quality

education, in order to produce freedom that can be

empoweredhigh competitiveness and able to answer

ringing times. Along with the times and

developments the development of science and

technology, quality education is necessity. In terms of

language exploration, most students have formally

Forgetting English since elementary school level can

still say yet adequate.

Language activities that cover four aspects,

namely, listening, speaking, reading, and writing

cannot be separated from thinking activities. Based

on this, Rahimi and Goli explain that the language

learning must be provided with good planning using

the right approach in accordance with the nature of

the language itself, that is the cheating attitude and

behaviors.

(Rahimi and Goli: 2016)

The important thing is that the

communicative approach is not oriented to procedural

matters, but refers to the development of the syllabus

or learning design. Any method and technique can be

used in the implementation of this approach as long

as it can support and allow students to use language

as a communication tool in order to achieve goals.

2264

Kartika, I., Rasyidi, R., Marhamah, . and Fuadah, P.

The Inﬂuence of E-Learning Use on English Learning Achievement of University Students in Indonesia.

DOI: 10.5220/0009941622642269

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2264-2269

ISBN: 978-989-758-458-9

From the description above, it is necessary to do

research about the influence of e-learning motivation

to the English learning achievement of students, then

the research problem whether there is influence of e-

learning motivation on student of university in Jakarta

2 LITERATURE REVIEW

2.1 English Learning Achievement

Language is a tool to convey feelings,

messages, ideas, interests, and thoughts. With

language, one can relate to one another, exchange

ideas, and exchange cultures. With human language

can make changes in his life, changes related to all

aspects of life, both mental changes and physical

changes.

Judging from its function, language is a

manifestation of thought which is then expressed in

the form of action, and culture. In line with

this Redhead and Dunbar (2013) stated that the

function of language in daily life has functions,

namely: as a conversation tool in daily life,

communication between fellow human beings, to

convey feelings in the form of art, to express the

meaning of right and wrong.

In educational activities, language is a means

to convey knowledge through learning activities,

without language knowledge will not be spread from

one generation to another generation, or one group to

another group. Therefore it is clear that in educational

activities held in schools, it is necessary to continue

to develop according to increasing needs in the world

of education.

Thus, the function of language is very

important in daily life and in educational activities.

In everyday life language functions as a means of

conversation and a means to relate to each other in

accordance with their interests. While in the field of

language education serves as a tool to convey

knowledge through learning and learning activities.

In line with this language function in education

according

Eran Asoulin (2016), defined language as an

incarnation of thought, so education needs to develop

language lessons, among others in the direction of

descriptive-propositional language, knowledge and

knowledge must be descriptive or prepositional, so

that it can be tested right or wrong. If the second thing

is done, then the thought becomes firm, concise,

clear, so that thinking can be tested right or wrong,

and if the thought is clear, firm, and correct, then it

can move to material and practical embodiment.

Referring to the thoughts above, it is clear that

language learning is a program to develop

knowledge, language skills, and a positive attitude

towards language. Similarly, in learning English,

aims to develop knowledge and knowledge,

language skills, and a positive attitude towards

English as an international language.

Learning English aims to make students: (1)

understand English in terms of form, meaning, and

function, and use it appropriately and creatively for

various purposes, needs, and circumstances., (2) as

subject of learning respecting English as an

international language, (3) have the ability to use

English to improve intellectual ability, emotional

maturity, and social maturity, (4) have the discipline

in thinking and speaking, writing and listening,

According to Shenghui Cindy Huang, that

language activities covered four aspects, namely,

listening, speaking, reading, and writing cannot be

separated from thinking activities. Based on this,

the learning of English must be provided with good

planning with the right approach in accordance to

the the the goal of the language itself, in this case is

a communicative and integrative approach as

recommended in the curriculum. (Shenghui Cindy

Huang, 2016).

Language learning includes aspects of

listening, speaking, reading and writing. These four

aspects should get a balanced portion and be

implemented in an integrated manner. The

communication approach in learning English is

based on the purpose and function of the main

language as a communication tool, this does not

mean eliminating linguistic learning (grammar).

To achieve student competencies, indicators are

formulated - indicators of learning outcomes in

English as follows: overall reflection of language

skills consisting of listening / understanding,

speaking, reading, and writing.

In various literature, learning outcomes are

related to the results obtained after learning

activities, as stated by Dimyati and Mudjiono

(2009) that in each learning process it would be able

to produce learning achievement, learning

achievement are known after the measurement.

Syah (2007) explained that the result of learning is

the level of success of students in learning the

subject matter in school expressed in the form of

scores obtained from test results on certain subject

matter. The outcome of learning is the result of the

educational process, namely adjustment, emotional

change, or behavioral changes (Djamarah, 2004). In

this regard, Poerwanto (2009) went on that learning

achievement are knowledge gained by students as a

result of the teaching process. Janice Orrell, states

that in every learning process there could be the

produce of learning outcomes that are known after

the measurement. (Janice Orrell,: 2016). In

connection with this, Mehmet Emin Uslu, Eyüp

The Inﬂuence of E-Learning Use on English Learning Achievement of University Students in Indonesia

2265

Şahin, İbrahim Serkan Ödemiş, argued that learning

outcomes are the result of the educational process,

namely adjustment, emotional change, or changes

in behavior. (Uslu, Şahin,. Ödemiş, 2016) Likewise,

Riswanto and Aryani, (2017) stated that learning

outcomes are knowledge gained by students as a

result of the teaching process.

Based on some opinions above it can be

concluded that learning outcomes are the results

achieved that can provide emotional satisfaction and

can be measured by certain tools or tests

In educational activities learning outcomes can be

interpreted as a result of the learning process that is

teaching, namely, mastery, emotional change, or

changes in behavior that can be measured by certain

tests. Learning outcomes are often used in a very

broad sense, namely for various rules on what has

been achieved by students, such as daily tests,

homework assignments, oral tests conducted during

the lesson, in the end of semester tests and so on.

Learning outcomes itself can be interpreted as the

level of students’ success in learning the subject

matter in school, which is expressed in the form of

scores obtained from test results regarding a number

of specific subject matter. In general, to assess

student learning outcomes, teachers can use a

variety of "achievement tests", such as "oral test",

"test essay", and "objective test" or "short-answer

test" (Aris Riswanto and Sri Aryani, 2017. As for

the value of the learning process and student

learning outcomes that are skills, it cannot be used

only with a written test.

Ildeniz Ozverir and`Jan Herrington (201)

argued that there are several ways that a teacher can

do to obtain sources of information about the

learning outcomes of their students, among others,

by directly observing behavior, analyzing and

evaluating creative products (craft, paper, clipping

and so on), conversation, memorizing, and

examinations as a form that is often used for

learning outcomes.

The test is a systematic procedure to compare

the abilities of two or more people. Tests are in two

forms: tests made by the teacher or standard tests

that are commercially available.

Based on the above description of the theories, it

can be concluded that what is meant by the English

learning results is the standard results achieved by

students in English subjects after attending an English

learning program within a certain period with

dimensions that include competence basic listening,

speaking, reading, and writing that can be known

through the assessment of student learning outcomes.

English indicators for students consist of:

appearance feeling, appearance comparison,

comparison feeling, appearance object, feeling

quality, feeling quantity, comparison quality, and

object action.

Based on some opinions above can be

concluded that the results of learning is the result

achieved and an activity or business that can provide

emotional satisfaction and can be measured by a

particular tool or test.

The results of learning (achievement) itself

can be defined as the level of success of students in

learning the subject matter in school, expressed in the

form of scores obtained from test results on a number

of specific subject matter. In general, to assess student

learning achievement, teachers may use various

"achievement tests", such as "oral test", "essay test",

and "objective test" or "short-answer test"

(Poerwanto, 2004) As for the value of learning

process and student learning achievement that are

skill, cannot be used only by written test.

Furthermore, in every learning process will always be

real results that can be measured. The measurable real

results are expressed as a result of one's learning

(Poerwanto, 2004).

Thompson and his colleagues identified that

there are several ways that a teacher can obtain

information about his or her students' learning

achievement, such as by directly observing behavior,

analyzing and evaluating creative products

(workshops, papers, clippings, etc.), talks,

memorable, and exams as a form that is often used for

test learning achievement. (Thompson et al., 1959).

Based on the above description of the theory,

it can be concluded that the intended English learning

achievement is the standard results achieved by

students on English subjects after following the

English language learning program within a certain

time with dimensions that include listening, speaking,

reading, and writing that can be known through the

assessment of student learning achievement.

Indicators of English lessons are: expressing feelings,

differentiating feelings, quantity of feelings, quality

of feelings, and objective actions.

2.2 Learning Motivation

According to experts, the motif can be divided

into three kinds, namely (1) Motives or needs of

organisms that include the need to eat, drink, breathe,

sexual, do, and rest. (2) Emergency motives that

include the drive to save oneself, try, and hunt or

search for something. (3) Objective motives that

include the need for exploration, to manipulate for the

development of desire and motivation

(Mangkunegara 2002).

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Maslow as a motivational figure directed the

flow of humanism, states human needs hierarchically

as follows (Beck, 2000):

 Physiological needs or food clothing,

 The need for security or harm-free

 The need for affection or attention and love

 The need to be respected or empowered,

 The need of self-acknowledgment

Good and Brophy (2000) proposed a list of

motivational strategies used to stimulate students to

be productive in learning, including:

(1) Linkage to environmental conditions,

(2) Hope to succeed,

(3) External rewards,

(4) Intrinsic motivation, and

(5) Intrinsic motivation.

Based on the opinion of the experts above, it

can be understood that the motive is a necessity boost

in a person who needs to be met so that he can adjust

to his environment, while motivation is a condition

that moves a person to be able to achieve the goals of

his motives.

In many literature, motivation has many

similarities or meanings, such as needs, drives, wants,

interests, desires. Motivation is a behavior that will

determine the needs or the form of behavior to

achieve goals (Yamin 2004). In the context of

learning, motivation is one of the important

determinants of learning, but motivation relates to:

 The direction of behavior;

 The strength of the response after the student's

learning has following a certain course of

action;

 Behavioral resilience, or how long a person

continues to behave in a certain way.

In the context of language learning, the

motivation of students in language learning is a strong

factor in distinguishing students with low

achievement of fellow friends with high achievement

(Haynes et al., 1988). Therefore, the teacher before

starting the science teaching activities can be several

things such as:

 Assessing the level of student experience

related to this unit,

 Giving students general experience to develop,

and

 Increasing self-confidence and motivation in

the topic in female students in particular.

Based on the above theoretical studies, it can

be concluded that the motivation to learn is

encouragement that comes from within the students

to do learning activities in an effort to receive

knowledge, attitude, and skills. Indicators of learning

motivation are the desire of students in following the

learning, the desire of students in establishing

subjects, the desire of students in reading books, the

habits of students in taking the exam.

3 RESEARCH METHODOLOGY

The method used in this research is using

survey method that is doing direct research at a

university in Jakarta. Data collection tool used is

questionnaire. The research data was collected by

using the researcher developed questioner and given

to the sample from the population. The research

respondents are Psychology Students with 70 people

and the sample is determined by using cluster random

sampling technique. The result of English learning as

dependent variable, while the instrument of learning

e-learning motivation as independent variable.

Questionnaire of teacher competency model

validated by product moment correlation formula,

while reliability is measured by Alpha Cronbach

formula. For the English learning result variable is

validated with Biserial Point formula, while

reliability is measured by Kuder Ricdhadson (KR-20)

formula. Data analysis using simple correlation and

regression techniques.

4 RESULTS AND DISCUSSIONS

RESULT

To find out the effect of X on Y means or not,

a regression and correlation test is performed by

conducting a test F. To know the significance value

between the influence of X on Y, T test is carried out.

Based on the Anova or F-test, the F count is 77.721

with a significance level of 0.000. Since probability

(0,000) is much smaller than 0.05, the regression

model can be used to predict English learning

achievement.

From the calculation of linearity test, obtained

F count = 1.987. If consulted with F-table at

significance level of 0.05 and degree of freedom

(16.52) = 2.13. Thus H0 is accepted. Since F count is

less than F-table (1,987 <2.13), so H0 is accepted.

The above calculations are arranged in the following

Anova table:

The Inﬂuence of E-Learning Use on English Learning Achievement of University Students in Indonesia

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Table 1: Data calculation.

Var.

Source

No. of

squares

Ave. No.

of squares

table

count

Total 70 1620173

Reg. (a)

1619408.70

419.93

344.37

1619408.7

419.93

5.06

82.92**

Reg.(b/a

)

2,13

Residue

130.68

213.68

8.17

4.11

1.99

Error

Note: **: significant; ns: not significant

Based on regression formula:

Ŷ = a + b(x) (1)

and linearity test result can be concluded that linear

regression of Y over X with regression equation is:

Ŷ = 78,745 + 0,618(x) (2)

Since the probability of an F

test

of 0.000 is

much smaller than 0.05, the regression model is

significant. This means that the competence of

teachers does affect the learning achievement of

English.

From the calculation of simple correlation

coefficient between, X with Y obtained price r =

0.741. Because of the probability of 0.000 then P

<0.05, thus the null hypothesis which states the

simple correlation coefficient between X and Y does

not mean rejected. The conclusion is that r-

meaningful. Based on the above test results can be

concluded that there is influence of e-learning

motivation to English learning result.

From the results of research shows that there

is influence of e-learning motivation to English

learning result. The strength of the relationship can be

seen from the magnitude of the coefficient of

determination. Coefficient of determination for e-

learning motivation (X) to English learning

achievement (Y) equal to 0,549. It can be interpreted

that 54.9% variation of English learning result is

determined by e-learning motivation. This means that

the increase and decrease of English learning result

by 54.9% can be explained by e-learning motivation

through simple linear regression equation Ŷ = 78,745

+ 0,618 X. It means that if e-learning motivation

increases by one unit, student English achievement

will increase by 0,618, with constanta values of

78,745.

The results can be understood, because the

motivation to learn e-learning on learning English

will determine the success of learning English of the

University students in Jakarta.

5 CONCLUSION

Based on testing of hypothesis Y over X,

shows there is influence of e-learning motivation

toward English learning result shown by correlation

coefficient equal to 0,741. The coefficient of

determination is 0.549. This shows that the variation

that occurs in the English learning achievement is

54.9% can be explained by e-learning motivation,

through simple linear regression equation which has

been tested its significance.

These findings indicate if the e-learning

motivation tends to be good, then the result of

learning English students tend to increase. From the

results of this study also shows that there are still

other factors that determine the result of learning

English students, such as: discipline,

responsibility,and mastering technology.

6 DISCUSSIONS

Learning motivation is an important variable

related to the results of learning English. Learning

motivation can realize efforts to improve the learning

outcomes of English, consequently, lecturers are

required to be able to instill learning motivation

towards students, because English learning outcome

would be better if students' learning motivation is

stronger. Learning motivation can arise, both directly

and indirectly. Direct learning motivation can be

realized if the student is aware of the importance of

English learning. The importance of English learning

will have an impact on the results of learning English.

Thus the lecturers are strived to be able to provide

deep awareness of their students about the importance

of English learning.

Indirect motivation is motivation generated by

factors from outside of the student, where the lecturer

has a very important role in encouraging students to

have the spirit of learning.

Thus in the learning activities of English,

lecturers are strived to encourage students to have

enthusiasm in attaining achievements, because by

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encouraging students to get good results, then

students become active, diligent, and study hard to

realize these hopes.

In English learning activities, lecturers are

strived to provide students’ understanding about the

importance of awards from lecturers, parents, and

friends in the learning process, where recognition can

only be achieved by students who have high

achievements. Therefore, students who excel are

given appreciation to strengthen English learning

activities.

Lecturers are required to give encouragement to

students to be able to master the lesson by giving

them the awareness about the importance of learning

English for life.

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